The Effect of Students’ Team Achievement Division (STAD) on Students’ Listening Comprehension Achievement
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Listening which is the main area of communication has an importance role in teaching and learning process. Teacher needs to focus in improving their teaching method on listening, so that the students can comprehend the spoken message. Cooperative learning or CL as an approach is an effective instructional in promoting cognitive and linguistic development of learners in English. One of CL techniques that are popular in language and teaching field is STAD or Student-Team-Achievement-Division which has consistenly been proven to be simple and effective. Regarding the topic above, the researcher applied quasi experimental research with post test only design to know whether or not there is a significant effect on using STAD on the eighth grade students‟ listening comprehension achievement. The researcher chose SMP 01 Islam Jember in acacdemic year 2018/2019 as STAD technique had never been applied before to the eighth grade students. The researcher collected the data by doing interview and collecting documentation, that were gained before conducting the research. The researcher also collected the eighth grade students‟ score of listening comprehension by conducting homogeneity class to all the eigth grade students (VIII A-C). The reseracher analyzed the result of homogeneity by using ANOVA (Analysis of Variance) on SPSS (Statistically Package for Social Science). It revealed that the population was homogeneous as the value of variance was 0,1. Then, the resercher chose two classes that had the close mean difference. The chosen classes became the experimental class which is VIII A and VIII B as control class. At the end of the treatment, the researcher collected the data by giving post test. The result of the test was analyzed by using independent sample T-test on SPSS to find the significant difference of the experimental group and the control group. The result of the t-test formula analysis showed that the value of the significant 2 tailed was 0.040, which meant that it was lower than the significant degree (0.05). Therefore, the null hyphothesis saying that “there is no significant effect of using STAD on listening comprehension achievement” was rejected. Consequently, the alternate hyphothesis saying that “there is a significant effect of using STAD on listening comprehension achievement” was accepted. Regarding the result of hypothesis verification and the discussion, it can be concluded that there was a significant effect of using STAD on students‟ listening comprehension achievement. Consequently, it was suggested that the English teacher of SMP 01 Islam Jember applies STAD as an effective technique in teaching listening to create a contribution for effective teaching and learning process. For the students, it is expected that the use of STAD can help them get engaged in active interaction within groups of learning effectively. For future researchers, hopefully it can be used as a consideration to conduct a further research dealing with a similiar topic by using a different research area and different research design such as a classroom action research to improve the students‟ listening comprehension achievement by applying STAD in the classroom. However, the researcher realized that there was still a deficiency in conducting this research. The researcher felt that the time allocation used for this research was insufficient. Therefore, it is expected for future researchers to have more time for their researches so that the results will be more significant and qualified.